Influence of Teachers’ Attitudes on the Technology Integration in Mathematics Classes
Jan May I. Bernardo, Ana Joy P. Canatoy, Carlito P. Yurango
Asian Journal of Education and Social Studies · pp. 273–280 · Published 19 Jun 2025
10.9734/ajess/2025/v51i72121Abstract
Despite national and local efforts to promote technology integration in education, its use in mathematics classrooms in the Philippines remains inconsistent. Teacher-related factors—particularly attitudes, confidence, and access to resources—play a crucial role in technology adoption. This study employed a descriptive-correlational design and surveyed 100 secondary public school mathematics teachers in Davao City to examine how their attitudes influence the level and quality of technology integration. Results showed that teachers generally held favorable attitudes toward technology, which significantly correlated with its classroom use. A strong positive correlation (r = 0.887, p < 0.05) was found, and regression analysis indicated that 76.9% of the variance in technology integration could be explained by teacher attitudes. These findings highlight the importance of fostering positive teacher attitudes through targeted training and sustained support to promote effective technology use in mathematics instruction.
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